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Qualitative inquiry for equity in higher education : methodological innovations, implications, and interventions

Publication Type:



ASHE higher education report ; v. 37, no. 6, Jossey-Bass Inc,; John Wiley & Sons, San Francisco, Calif.; Hoboken, N.J., p.121 (2012)

Call Number:

Cubb 378.08 .E68 V.37:NO.6



Education, Education--Research--Methodology, Higher, Higher--Research, Qualitative research


Contents: Qualitative Inquiry for Equity in Higher Education. On quality ; On dangers ; Responding to dangers -- Confronting Qualitative Inquiry in Higher Education. Brief notes on qualitative research in higher education scholarship ; Beyond method: matters of ontology, epistemology, axiology, and methodology ; Paradigms and worldviews ; The promise and hope of critical qualitative inquiry ; Innovations as research revolutions -- CrItical Concerns for Qualitative Inquiry in Higher Education. CrItical qualitative higher education research in the era of methodological conservatism ; What is at stake in the era of methodological conservatism? -- Opportunities for Resisting Methodological Conservatism: A Call to Action. Reflexivity as intervention ; Institutional and organizational intervention ; Intervention through the socialization of new educational researchers ; Intervention through working and speaking with multiple educational research constituencies.; Summary: This monograph seeks to foster a dialogue on the future of qualitative inquiry for equity in higher education. Beginning with the premise that equity is of paramount concern in the study of higher education, the text explores the promise and pitfalls of qualitative inquiry with respect to addressing issues of in/equity and fostering social change at micro, meso, and macro levels. Building upon five years of thought experiments and dialogic inquiry projects on the status of contemporary qualitative higher education scholarship, the authors advance a critique of the reductive and generic conceptions of qualitative research that dominates the field of higher education and call upon higher education scholars to examine the transformative potential embedded within critical qualitative inquiry. In addition to exploring the opportunities and tensions associated with engaging in critical qualitative inquiry, this monograph issues a call to action through intervention, describing numerous opportunities and strategies for challenging and resisting oppressive research norms that undermine the equity aims of higher education research.

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